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Sharing and Building Ideas Fayette Long Walden University Sherry Lambertson Reaching and Engaging All Learners Through Technology, EDUC-6714 D-2 November 28 th , 2010

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Sharing and Building IdeasFayette Long

Walden University

Sherry LambertsonReaching and Engaging All Learners

Through Technology, EDUC-6714 D-2November 28th, 2010

Universal Design for Learning

PART ONE:

TRUE or FALSE

Change and fix the child to create an environment that helps all children to maximize their access to the learning environment.

TRUE FALSE

Flexibility in the classroom instruction and materials are needed to maximize learning for all students.

Provide options from the beginning even for those without disabilities.

UDL’s INSPIRATION

ARCHITECT (Laureate, 2009)

DESIGNING BUILDINGS TO MEET THE NEEDS FOR ALL PEOPLE PROVIDE OPTIONS/FLEXIBILITY THAT GIVES A

DIVERSITY OF PEOPLE ACCESS

EXAMPLEStairs accessibility for some.Meet the needs of otherscreate a ramp.

3 PRINCIPLES GUIDE UDL: (CAST, 2008)

REPRESENTATION

ACTION and EXPRESSION

ENGAGMENT

 

HOW DO YOUR STUDENTS LEARN BEST?

picasaweb.google.com

PRINCIPLE ONE:

Provide multiple means of representation. Students differ in the way that they

perceive and comprehend information. Consider: Options that customize the display of

information Options that provide alternative for auditory

information. Options that provide alternatives for visual

information

PROVIDE OPTIONS FOR LANGUAGE AND SYMBOLS:

Options that define vocabulary and symbols

That clarify syntax and structure

For decoding cross-linguistic understanding

That illustrate key concepts non-linquistically.

PROVIDE OPTIONS FOR COMPREHENSION:

Options that provide or activate background knowledge

That highlight critical features, big ideas, relationships.

That guide information processing.

That support memory and transfer

PRINCIPLE TWO:PROVIDE MUTLIPLE MEANS OF ACTION

AND EXPRESSIONStudents differ in the ways that they can

navigate a learning environment and express what they know.Consider: the individuals who express

themselves well in writing text but not oral speech and vice-versa, for example.

PROVIDE OPTIONS FOR PHYSCIAL ACTION

PROVIDE OPTIONS FOR EXPRESSIVE SKILLS AND FLUENCY

In the mode of physical response

In the means of navigation

For accessing tools and assitive technologies

In the media for communication

In the toll for composition and problem solving

In the scaffolds for practice and performance.

PROVIDE OPTIONS FOR EXECUTIVE FUNCTIONS

That guide effective goal-setting That support planning and strategy

development That enhances capacity for monitoring

progress

PRINCIPLE THREE:

Provide Multiple Means of Engagement Students differ in the ways that they

engage and are motivated to learn.Provide options for recruiting interest• That increases individual choice and

autonomy• That enhances relevance, value, and

authenticity• That reduce threats and distractions.

PROVIDE OPTIONS FOR SUSTAINING EFFORT AND PERSISTENCE

PROVIDE OPTIONS FOR SELF-REGULATION

That heighten salience of goals and objectives

That vary levels of challenge and support

That foster collaborations and communication

That increase mastery-oriented feedback.

That guide personal goal-setting and expectations

That scaffold coping skills and strategies

That develop self-assessment and reflection

USE OF TECHNOLOGY SUPPORTED MATERIALS◦ Provides flexibility: The three UDL principles call

for flexibility◦ Depending on the needs of the students digital

materials can be modified to customize learning materials and methods to each individual

Technology examples/materials

World Wide Web; Word processing programs; PowerPoint; graphic organizer software such as Inspiration; learning software; text to image programs

OUR SCHOOL OUR SCHOOL

Individuals needs for all students addressedAll students access content with

comprehensionMany resources and support found at CAST

website: www.cast.org

RESOURCES OF INTERESTCurriculum self-check:

www.udlselfcheck.cast.orgThe CAST Universal Design for Learning

(UDL) Lesson Builder provides educators with models and tools to create and adapt lessons that increase access and participation in the general education curriculum for all students. http://lessonbuilder.cast.org/learn.php

www.cast.org/research/udl/index Watch

a video www.teachingeverystudnt/tools/main

Readabout UDL

UDL – PART TWO

3 NETWORKS OF THE BRAIN

The most powerful learning tool that a student brings to the classroom; most complex and mysterious. . .THE BRAIN!

The brain has a way of distributing, or processing information to different parts of the brain through 3 networks (Laureate, 2009):

Recognition: back of brain where sensor

organs come from: eyes, ears, nose and throat

Strategic: part of brain will allow you to do

skillful things like dancing, shooting for a basket; make plans for actions.

Affective: location of the brain where we

display our emotions – what things make us fearful, excited. Functions to help evaluate and identify

Learning Differences Every student is as unique in there

learning differences as are our finger prints – no one student is alike in how they learn (Laureate, 2009)

How to teach such diversity?

A connection between neuroscience and the classroom helps educators to understand our students better and tailor learning experiences in ways that will optimize learning opportunities for all learner (CAST, 2010).

The Power of FlexibilityThe Power of Flexibility

Classroom instructions and materials needs options for all learners to achieve.

Reflect back to principles one, two and three and the network guidelines for:◦Recognition◦Stratigic◦Affective

To support diverseRecognition Network: Provide multiple examples Highlight critical features Provide multirole media and formats Support background context

Provide flexible models of skilled performance

Provide opportunities to practice with supports

Provide ongoing, relevant feedback Offer flexible opportunities for

demonstrating skills

To support diverse affective networks:

Offer choices of content and toolsOffer adjustable levels of challenge oOffer choices of rewardsOffer choices of learning context

BRAIN NETWORKS andUSE OF TECHNOLOGY Using a collections of various

technologies and resources expands the options teachers can give for presenting information, for scaffolding students and for offering choices for student expression.

For example:

To support recognition network to students who struggle reading printed text a classroom instruction may provide technology that supports audio sound of the text would support access to the information presented to the student.

Another Example To Support Strategic Learning Different learners with the same goal

have different plans and steps for reaching the goal

Consider: using technology such as the Internet that can be embedded into a lesson for demonstrating how to do something.

Example to Support Instructionfor Affective Learning

Find multiple means to engage and motivate students using technology.

CAST ONLINE TOOLS AND RESOURCES

You many find some of the previous listed tools and resources helpful to enhance your classroom instructions along with the following sites:

http://www.advocacyinstitute.org/UDL/resources.shtml

www.udltechtoolkit.wikispaces.com/

Resources

Center for Applied Special Technology. (2010). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Laureate Education, Inc. (Executive Producer). (2009). Universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.